More New and Used
from Private Sellers
Note: Supplemental materials are not guaranteed with Rental or Used book purchases.
Questions About This Book?
Why should I rent this book?
Renting is easy, fast, and cheap! Renting from eCampus.com can save you hundreds of dollars compared to the cost of new or used books each semester. At the end of the semester, simply ship the book back to us with a free UPS shipping label! No need to worry about selling it back.
How do rental returns work?
Returning books is as easy as possible. As your rental due date approaches, we will email you several courtesy reminders. When you are ready to return, you can print a free UPS shipping label from our website at any time. Then, just return the book to your UPS driver or any staffed UPS location. You can even use the same box we shipped it in!
What version or edition is this?
This is the edition with a publication date of 4/18/2010.
What is included with this book?
- The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any CDs, lab manuals, study guides, etc.
- The Rental copy of this book is not guaranteed to include any supplemental materials. You may receive a brand new copy, but typically, only the book itself.
- The eBook copy of this book is not guaranteed to include any supplemental materials. Typically only the book itself is included.
While race and culture remain important variables in how young people experience schools, they are often misunderstood by educators and school personnel. Building on the work of three studies that investigated schools successful in closing the achievement gap, Tyrone Howard shows how adopting greater awareness and comprehensive understanding of race and culture can improve educational outcomes. Important reading for anyone who is genuinely committed to promoting educational equity and excellence for all children, this accessible book outlines the changing racial, ethnic, and cultural demographics in U.S. schools and calls for educators to pay serious attention to how race and culture play out in school settings
Tyrone C. Howard is Associate Professor of Education in the Division of Urban Schooling, and Director of Center X in the Graduate School of Education Information Studies at UCLA.
Table of Contents
|Series Foreword||p. ix|
|Socioeconomic Status and School Performance||p. 2|
|Outline of the Book||p. 4|
|Moving Away from the Black-White Dichotomy||p. 6|
|Achievement Gap: Contextualizing the Problem||p. 9|
|Documenting the Achievement Gap||p. 12|
|Documenting the Discrepancies||p. 13|
|Retention, Suspensions, and Expulsions||p. 20|
|School Drop-Out and Graduation Rates||p. 22|
|Access to Gifted and AP Courses||p. 25|
|SAT Scores||p. 25|
|Explaining the Gaps||p. 26|
|Future Considerations||p. 32|
|Changing Demographics||p. 35|
|A Changing Nation||p. 36|
|Demographic Shifts by Geographic Region and Age||p. 38|
|U.S. Schools and Changing Demographics||p. 39|
|Are Teachers Being Prepared to Teach in Diverse Settings?||p. 41|
|Multicultural Education for School Reform||p. 43|
|The Role of Social Class||p. 46|
|Culture, Race, and Ethnicity||p. 52|
|The Complexity of Culture||p. 54|
|Sociocultural Theory||p. 56|
|Cultural Modeling||p. 58|
|Cultural Repertoires of Practice||p. 60|
|Normalizing Culture in Everyday Practice||p. 64|
|Culturally Responsive Pedagogy||p. 67|
|Seeking Clarity in Culture and Pedagogy||p. 69|
|Empirical and Conceptual Work on Culturally Responsive Pedagogy||p. 71|
|The Importance of Pedagogy||p. 75|
|Programs with Culturally Responsive Teaching||p. 77|
|The Role of Race in Learning||p. 91|
|Interrogating Race||p. 92|
|Race and Education in the United States||p. 95|
|Critical Race Theory: A Framework for Examining Race and Achievement||p. 98|
|Empirical Works Examining Race||p. 100|
|Granting Voice to Those Who Rarely Are Heard||p. 103|
|Internalized Racism: Educators of Color and Acts of Exclusion||p. 106|
|Racial Frames of Reference||p. 107|
|Developing Cultural Competence and Racial Awareness in Classroom Teachers||p. 111|
|Cultural Competence||p. 112|
|Critical Self-Reflection on Race and Culture||p. 114|
|Race, Culture, and the Adaptive Unconsciousness||p. 116|
|Racial Awareness||p. 121|
|A Case Study of Critical Reflecting: Teaching Teachers to Reflect on Race||p. 122|
|Final Considerations||p. 128|
|Examples of School Success for Culturally Diverse Students||p. 129|
|Stories of School Success||p. 131|
|Visionary Leadership||p. 134|
|Effective Instructional Practices||p. 137|
|Intensive Academic Intervention||p. 140|
|Explicit Acknowledgment of Race||p. 143|
|Parental and Community Engagement||p. 145|
|Final Thoughts||p. 148|
|About the Author||p. 182|
|Table of Contents provided by Ingram. All Rights Reserved.|